McDougal Littell Language of Literature - 2002 Grade 6

Unit 2
Title: The Circuit by Francisco Jiménez
Suggested Time: 4 days (45 minutes per day)
Common Core ELA Standards: RL.6.1, RL.6.2, RL.6.4, RL.6.6; W.6.2, W.6.4, W.6.9; SL.6.1; L.6.1, L.6.2,
L.6.4

Teacher Instructions
Preparing for Teaching
1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for
teachers about the big ideas and key understanding that students should take away after completing this task.
Big Ideas and Key Understandings
Although the life of migrant farm workers is a series of challenges, they are able to create conditions that enable them to
survive.
Synopsis
Panchito, a young migrant worker, lives life with his family on the circuit—a cycle of seasonal crop harvesting. Each move on
the circuit is signaled by the appearance of cardboard boxes, which hold all the family’s possessions. As the circuit takes the
family to Fresno, Panchito has the opportunity to attend school. On his first day of school, Panchito is uncomfortable when
his teacher Mr. Lema, asks him to read aloud in English. Mr. Lema is eager to help, and soon Panchito comes to consider Mr.
Lema his best friend. After a month of tutoring him at lunchtime, Mr. Lema offers to teach Panchito to play the trumpet.
 McDougal Littell Language of Literature - 2002 Grade 6

Elated by this offer, Panchito rushes home to tell his family, only to find that the boxes have been packed and the family will
move once more.
2. Read the entire selection, keeping in mind the Big Ideas and Key Understandings.
3. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching Tier II/academic vocabulary.
During Teaching
1. Students read the entire selection independently.
2. Teacher reads the text aloud while students follow along or students take turns reading aloud to each other. Depending on the
text length and student need, the teacher may choose to read the full text or a passage aloud. For a particularly complex text,
the teacher may choose to reverse the order of steps 1 and 2.
3. Students and teacher re-read the text while stopping to respond to and discuss the questions, continually returning to the text.
A variety of methods can be used to structure the reading and discussion (i.e., whole class discussion, think-pair-share,
independent written response, group work, etc.)

Text Dependent Questions

Text-dependent Questions Evidence-based Answers

In the first paragraph on page 265, the narrator describes the
strawberry sharecropper not smiling as “natural.” Use textual
evidence to explain what he means by this.
Revisit page 265 and 266. What do we learn about the
narrator? Cite evidence from the text to support your
The author refers to Ito, the strawberry sharecropper not
smiling as natural because the season has come to an end and
there were less strawberries being picked. “The peak of the
strawberry season was over and…the workers…were not
picking as many boxes…...” (265). Ito was making less money
and he knew that he would have to let his workers go.
Panchito is the narrator. He works in the fields with his father
and older brother. Strawberry season is over and Panchito and
 McDougal Littell Language of Literature - 2002
response.
On page 265, Jimenez writes, “Suddenly I felt even more the
weight of hours, days, weeks, and months of work.” How does
the use of the word weight and the elements of time (eg.
hours, days, weeks, months) emphasize the difficult life of
migrant farm workers?
When the narrator comes home from the strawberry fields, he
notices that all of the family’s belongings are in boxes. Reread
page 266 and explain the differing attitudes the family
members have towards the move and reasons the author gives
for why they feel this way.
Reread the paragraph on page 266 that begins with “Papa
parked the car….” What does this passage reveal about the life
of migrant farmer workers and their families?
Grade 6
his family are preparing to move again. “Yes, it was that time of
year again….The thought of having to move to Fresno and
knowing what was in store for me brought tears to my eyes.”
(266) Panchito is not happy about moving to Fresno because he
knows that the work of picking grapes is very difficult.
The author goes from small increments of time to large
increments of time “hours, days, weeks” creating a sense of a
never-ending cycle. The use of the word weight emphasizes the
heaviness and oppression experienced by migrant farm workers
living on the circuit.
Panchito is upset about moving because he understands the
harsh work that is ahead of him with picking grapes. “The
thought of moving to Fresno and knowing what was in store for
me there bought tears to my eyes.” (266) Roberto appears to
be more accepting of the move as he puts his head back and
closes his eyes (266). Being the oldest child, Roberto is use to
life on the circuit. The younger children are excited about the
move and see it as an adventure. Because they are young, they
do not understand the harsh realities of working in the fields.
Both Mama and Papa have completely adapted to their lives as
migrant farm workers. They have been through many moves
and, for them; it’s simply part of life, a continuation of the
cycle. Papa packs the car. Mama is focused on providing
stability for her family as she has prepared a pot of beans so
the family will have food to eat when they reach their new
destination.
The fact that Papa left the car running suggests that they were
in a hurry. They were preparing to drive to farms in search of
work and it was important to get an early in order to get
available jobs. Roberto and Panchito begin to carry the boxes
to the car “without saying a word” supports the idea that
 McDougal Littell Language of Literature - 2002
On page 267, the author refers to the garage as home. What
actions do the family take to make it a home? What does this
tell us about how the family faces challenges?
On page 267, the author states, “Around nine o’clock the
temperature had risen to almost one hundred degrees.” How
does Panchito react to working under these conditions? Cite
evidence from the text to support your response.
What words does the author use to illustrate Papa’s reaction to
seeing the school bus on page 268? What can we infer from his
reaction?
Grade 6
moving is a part of a familiar routine for migrant farm workers
and their families.
The garage is old and has no windows. The floors are loose dirt
and the walls are weak because they are ridden with termites.
During the night, the males fix the house to make it a home.
Roberto sweeps the floor to the hard ground while Papa plugs
the holes in the walls. The fact that the family is able to take
the garage that “was worn out by the years” (267) and make it
a home, exemplifies the families ability to make the best out of
adverse situations.
Working under such harsh conditions takes its toll on Panchito.
By 9:00 am he was hot, sweaty and extremely thirsty. “I was
completely soaked in sweat, and my mouth felt as if I had been
chewing on a handkerchief.” (267) This is dangerous for
Panchito because he is dehydrated. He finally gets water to
drink but it makes him sick because he drinks too much. “I felt
sick to my stomach….I dropped to my knees and let the jug roll
off my hands.” (268) Panchito continues to work despite not
feeling well. “I still felt a little dizzy when we took a break to eat
lunch.” (268) The hard work continues to affect Panchito for
days until he gets used to it. “The next morning I could hardly
move…..This feeling went on every morning until my muscles
finally got used to the work.” (268) Although the challenges of
the working conditions impact Panchito physically, he must
continue to work for the sake of his family.
When Papa sees the school bus, the author uses the word pale
to describe the color of Papa’s face. Papa is frightened that the
school bus is coming because he knows that his sons should be
in school. Papa “whispered loudly in alarm” (268) to inform the
boys that the school bus is coming. The use of the word alarm
connotes the nervousness that Papa feels and how important it
 McDougal Littell Language of Literature - 2002
Re-read page 268. What is Panchito’s attitude toward going to
school? Cite evidence from the text to support your response.
Grade 6
is for Panchito and Roberto to hide. When the school bus drives
away Papa warns the boys to be careful; “Tienen que tener
cuidado.” (268) The author uses Spanish here to emphasize
how important it is to Papa for the boys to not be seen working
during school hours.
Panchito has mixed feelings about going to school. He is
relieved that he does not have to go into the fields to work and
that he can attend school with the other children his age. “I
woke up early…savoring the thought of not going to work and
of starting sixth grade for the first time that year.” (268) As
Panchito gets out of bed and joins Papa and Roberto for
breakfast, he has a difficult time looking at Roberto in the face
because he knows that Roberto has to continue working in the
fields instead of going to school. “He was not going to school
today….He would not go until the cotton season was over, and
that was sometime in February.” (268) The thought of this
saddens Panchito because he knows how difficult it is to work
in the field and he wants Roberto to have the same opportunity
to attend school as he does. When Papa and Roberto head off
to the fields to work, Panchito feels a sense of relief but that
quickly changes when he arrives to school. “When the school
bus stopped in front of the school, I felt very nervous.” (270) As
he enters the school office, he is “startled” (270) when the
woman in the office addresses him in English because he has
been away from school for a while and he hasn’t had the
opportunity to practice English. “Finally, after struggling for
English words I managed to tell her that I wanted to enroll in
the sixth grade.” (270) Panchito makes it to his new sixth grade
class but his nervousness intensifies when Mr. Lema, his
teacher, introduces him to the class. “I was so nervous and
scared at that moment when everyone’s eyes were on me that
 McDougal Littell Language of Literature - 2002
On page 270 when Panchito enters the office on his first day of
school he is startled when the woman speaks to him in English.
“I had not heard English in months” (270). How has life as a
migrant farm worker affected Panchito’s education? How does
he work to overcome this challenge?
On page 270, Panchito describes Mr. Lema as his best friend at
school. How does Mr. Lema help Panchito deal with the
challenges of his life on the circuit?
Tier II/Academic Vocabulary
Grade 6
I wished I were with Papa and Roberto picking cotton.” (270)
Panchito is unable to read his English book when Mr. Lema, his
new teacher asks him. “I opened the book to page 125…My
mouth was dry…I could not begin.” He has been out of school
for a while because he has been helping his family by working
in the fields. He does not get the opportunity to practice his
English often while he is working. He is desperate to improve
his reading. “During recess I went into the restroom and
opened my English book to page 125. I began to read in a low
voice pretending that I was in class.” (270) He decides to give
up his recess to practice. He even asks Mr. Lema to help him.
Mr. Lema provides Panchito with the possibility of stability and
a better life. Mr. Lema tutors Panchito in reading during lunch.
“I asked him if he could help me with the new words. ‘Gladly,’
he said.” (270) The use of the word ‘gladly’ to describe Mr.
Lema’s willingness to be helpful establishes the friendship
between Mr. Lema and Panchito. Panchito is excited because
his life as a migrant farm worker makes it difficult to make
friends. Mr. Lema provides him with the stability that he longs
for because of his life on the circuit. “The rest of the month I
spent my lunch hours with Mr. Lema, my best friend at school.”
(270) Panchito is excited because his life as a migrant farm
worker makes it difficult to make friends.
 McDougal Littell Language of Literature - 2002 Grade 6

These words require less time to learn
(They are concrete or describe an object/event/
process/characteristic that is familiar to students)
268-jot
Meaning can be learned from context
These words require more time to learn
(They are abstract, have multiple meanings, are a part
of a word family, or are likely to appear again in future texts)

267-clasped
267- strain 266- detect
268- savor 266- spelled
267- labor camp
267- populate
268- served

265- sharecropper
Meaning needs to be provided

266- store 266-accompanied

266- jalopy 266- galvanized
268-acid 268&270 instinctively/instinctive
268-grade
270-enthusiastically

Culminating Writing Task

 McDougal Littell Language of Literature - 2002 Grade 6

 Prompt
o Despite the challenges of working on the circuit, Panchito and his family remain strong. What challenges do Panchito and
his family face working on the circuit? How do they deal with the challenges as individuals and collectively? Cite specific
evidence from the text to support your response.
o This paper requires literary analysis. Students should be encouraged to develop a strong claim and use evidence from the
text to support it. Encourage students to elaborate on their evidence to show how the evidence supports their thesis
statement. This paper can be assigned as an on-demand writing task or a process paper.
 Teacher Instructions
1. Students identify their writing task from the prompt provided.
2. Students complete an evidence chart as a pre-writing activity. Teachers should guide students in gathering and using any
relevant notes they compiled while reading and answering the text-dependent questions earlier. Some students will need
a good deal of help gathering this evidence, especially when this process is new and/or the text is challenging!

Evidence Page Elaboration / explanation of how this evidence

Quote or paraphrase
Panchito arrives home from a day of work to find all of
his family’s belongings “neatly packed in cardboard
boxes.”
Panchito and Roberto help Papa load all of their
belongings into “Carcanchita,” the family car that
carries them from place to place in search of work.
“The garage was worn out by the years.”
number supports ideas or argument
266 Moving from place to place is one of the
challenges presented by life on the circuit and
Panchito is not happy that the boxes are packed
once again.
266 Although moving is one of the most difficult
aspects of living on the circuit, everyone in
Panchito’s family pitches in to make the move as
smooth as possible.
267 As migrant farm workers, Panchito and his family
find themselves living under harsh conditions.
 McDougal Littell Language of Literature - 2002 Grade 6

“That night, by the light of the kerosene lamp, we
unpacked and cleaned our new home” (267).
“Around nine o’clock the temperature had risen
to almost one hundred degrees”
Panchito pours water over his face and neck to cool
himself off.
“I opened the book to page 125…My mouth was dry…I
could not begin.”
“During recess I went into the restroom and opened
my English book to page 125. I began to read in a low
voice pretending that I was in class.”
267 The family works together to make the best of the
dilapidated garage.
267 The sweltering temperatures are a factor that
Panchito, Roberto and Papa combat while picking
grapes in the vineyard.
267 Panchito does not succumb to the challenges of
picking grapes in one hundred degree heat. He
uses the water to cool himself off so that he can
return to work. He knows that his family is
depending on him.
270 Because Panchito is constantly moving, his school
attendance is not consistent. He has not practiced
English in so long that when his teacher asks him
to read for the class, he is unable.
270 Panchito is determined to improve his reading.
During his recess, he takes the initiative to practice
reading ultimately asking his teacher, Mr. Lema,
for help.

3. Once students have completed the evidence chart, they should look back at the writing prompt in order to remind
themselves what kind of response they are writing (i.e. expository, analytical, argumentative) and think about the
evidence they found. (Depending on the grade level, teachers may want to review students’ evidence charts in some way
to ensure accuracy.) From here, students should develop a specific thesis statement. This could be done independently,
with a partner, small group, or the entire class. Consider directing students to the following sites to learn more about
thesis statements: http://owl.english.purdue.edu/owl/resource/545/01/ OR http://www.indiana.edu/~wts/pamphlets/
thesis_statement.shtml.
 McDougal Littell Language of Literature - 2002 Grade 6

4. Students compose a rough draft. With regard to grade level and student ability, teachers should decide how much
scaffolding they will provide during this process (i.e. modeling, showing example pieces, sharing work as students go).
5. Students complete final draft.

 Sample Answer
The lives of migrant farm workers can be full of challenges. The constant moving in search for work can create a life that
lacks stability. The Circuit by Francisco Jimenez provides a look into the life of a migrant farm worker family and the struggles
that they face. Young Panchito, along with his family, work as migrant farm workers in the California Central Valley. Despite
the ongoing difficulty of life on the circuit, Panchito and his family are able to come together and create a life that is filled
with love and stability.
The story opens as the strawberry season is coming to an end. Panchito is saddened by the fact that he and his family will
be leaving the farm. When Ito signals the end of the day, Panchito realizes that this is the last time that he will hear that
signal. “Those were the words that I waited to hear twelve hours a day, every day, seven days a week…..And the thought of
not hearing them again saddened me.” (266) Although Panchito works in the field with his father and brother Roberto in
sweltering weather, being on the farm has provided him with a sense of stability; something that can be difficult to achieve
living on the circuit. Panchito continues to feel the impact of the looming move when he arrives home from a day of work to
find all of his family’s belongings “neatly packed in cardboard boxes.” (266)
Despite the uneasiness Panchito is feeling about the move and the search for work, Panchito and his family work
together to face this challenge. Panchito and Roberto help Papa load all of their belongings into “Carcanchita,” the family car
that carries them from place to place in search of work. Mama has prepared a pot of beans in her special pot, “mi olla,” so
when they reach their new home, they will have a prepared meal. As Panchito and his family make their way through the
 McDougal Littell Language of Literature - 2002 Grade 6

Central Valley stopping at labor camps in search of work, it is Mama who uses her ability to speak English to deal with the
foreman. “Since Papa did not speak English, Mama asked the camp foreman if he needed any more workers” (267). Mama’s
boldness along with her English secures their next job and living quarters. “She rang the doorbell…a tall husky man came
out.” (267) After Mama exchanged words with the man she came back to the car and excitedly exclaimed, “ We have work…
we can stay there the whole season.”(267)
Although the family is lucky to find work, their new home is less than inviting. The garage that will serve as their home
while they work at the labor camp is an old dilapidated garage with holes in the walls from where the termites had eaten
through. Panchito and his family live under harsh conditions at the labor camp, yet everyone in the family contributes to
making their new living quarters more home-like. “That night, by the light of the kerosene lamp, we unpacked and cleaned
our new home.” (267) The work that Papa does to fill the holes in the wall and Roberto’s help with sweeping the floor helps
to make the challenging living conditions tolerable.
Panchito, Roberto and Papa work under unbearable heat picking grapes during the summer months to support their
family. Panchito falls victim to the hundred-degree temperature. “I was completely soaked in sweat, and my mouth felt as if I
had been chewing on a handkerchief.” (267) He passes out while working after drinking water too quickly but it isn’t until
lunch that he is able to take a break. For the sake of his family, Panchito works through the challenge presented by the heat.
“After lunch we went back to work. The sun kept beating down.” (268) Instead of succumbing to the heat exhaustion,
Panchito pours water over his face and neck to cool himself off. After working all day in the field under grueling
circumstances, Mama makes sure that she has a nice meal prepared for them. “Mama had cooked a special meal for us. We
had rice and tortillas with carne con chile, my favorite dish.” (268) Despite the challenges of the working day, Panchito is
content having a meal with his family.
 McDougal Littell Language of Literature - 2002 Grade 6

Because of their life on the circuit, Panchito and Roberto are unable to attend school regularly like most kids their age. As
they work in the vineyard, they hide when they see a school bus approaching because they do not want to get in trouble for
not going to school. Panchito notices “two neatly dressed boys” (268) his age getting off of the bus. Panchito longs for the
day that he can go back to school. When Panchito is finally able to attend school he has mixed feelings. He is relieved that he
has the opportunity to leave the field and continue with his studies but he is conflicted because he knows Roberto will not be
able to return to school until the cotton season is over (268). Panchito makes his way to school but he is startled when the
woman in the office speaks in English. He realizes that has been away from school for a while. In class, he is unable to read
his English book when asked by his teacher Mr. Lema because he has missed so much school. Panchito is determined to catch
up on his reading. “During recess I went into the restroom and opened my English book to page 125. I began to read in a low
voice pretending that I was in class.” (270) He also takes the initiative by asking Mr. Lema to tutor him during lunch. Mr.
Lema is happy to help him. Panchito is excited to have found a friend in Mr. Lema since making friends can be difficult
because he is constantly moving. Panchito works to improve his studies and has also made a connection with Mr. Lema.
Unfortunately the life of the circuit and as the story closes Panchito has to face the packed cardboard boxes once again.
Panchito and his family endure many hardships as they travel the circuit in search of work. The constant moving, the
substandard living conditions, and the harsh working conditions add to the pressure of the migrant lifestyle. On the circuit, it
can be difficult to take advantage of educational opportunities with any degree of consistency. Through all of these struggles
and hardships the family is the one constant and by working together and providing support, they can overcome the
obstacles presented by the circuit.
 McDougal Littell Language of Literature - 2002 Grade 6

Additional Tasks
 What do the car and the cooking pot symbolize in the story? How does this help us understand the characters of Papa and
Mama?
Answer: The car represents the hope for a better life for Papa. He sees the blue necktie in the back seat and assumes that it
belonged to a man who did not work as a laborer to support his family. The car symbolizes a better life for Papa and his
family. He feels that since the previous owner was a man who wore a tie to work, he did not have to endure the challenging
work of the field to support his family. The car represents the hope that he has for a better life for his family. The pot
symbolizes stability. The pot allows Mama to prepare meals for her family after they complete a hard day of work in the
fields. “We then sat down to eat dinner around some wooden crates that served as a table. Mama had cooked a special meal
for us.” (268) Mama wants to provide a home and a semblance of stability for her family despite their circumstance.

 The author uses the metaphor of the boxes to begin and end the story “The Circuit.” Explain the purpose of the boxes and the
connection to the circuit with valid reasoning and relevant and sufficient evidence from the text.
Answer: The harvest season for the farming community offers employment for those who are willing to endure the rigors and
difficulties of picking the crops. This cycle of moving from farm to farm in search of seasonal work is referred to as “the
circuit.” The narrator opens the story with Panchito’s family having all of their belongings packed to go to the next farm to
look for work. “Yes, it was that time of year. When I opened the front door to the shack, I stopped. Everything we owned
was neatly packed in cardboard boxes. Suddenly I felt the weight of hours, days, weeks.”(266) When Panchito sees the
packed cardboard boxes, he knows that it is time to move and the challenging work of picking grapes awaits him in Fresno.
The boxes represent the family’s home and they carry their home with them from job to job. After grape season is over,
Panchito returns to school. He connects with Mr. Lema, his teacher who helps him practice his reading. The ongoing cycle of
 McDougal Littell Language of Literature - 2002 Grade 6

the circuit continues when Panchito comes home excited to share the news about music lessons with Mr. Lema only to see
the neatly packed boxes. “I thought they were happy to see me, but when I opened the door to our shack, I saw that
everything we owned was neatly packed in cardboard boxes.” (271)

Note to Teacher
 During this lesson, students could discuss the questions in pairs or small groups followed by whole group discussion.
 If students are not familiar with migrant farm workers and the seasonal trips that they make to find work, provide a brief
overview. This should be done after they read the story and if they still have questions.
 After unpacking the text, you may want to inform students that this story is based on the life of the author, Francisco Jimenez
who grew up working in the fields of California. For more information on the life of the author, visit
http://www.scholastic.com/teachers/article/francisco-jimenez-interview-transcript.
McDougal Littell Language of Literature - 2002 Grade 6

Name __________________________________________ Date _________________

“The Circuit”

1. In the first paragraph on page 265, the narrator describes the strawberry sharecropper not
smiling as “natural.” Use textual evidence to explain what he means by this.

2. Revisit page 265 and 266. What do we learn about the narrator? Cite evidence from the
text to support your response.

3. On page 265, Jimenez writes, “Suddenly I felt even more the weight of hours, days, weeks,
and months of work.” How does the use of the word weight and the elements of time (e.g.
hours, days, weeks, months) emphasize the difficult life of migrant farm workers?

4. When the narrator comes home from the strawberry fields, he notices that all of the
family’s belongings are in boxes. Reread page 266 and explain the differing attitudes the
family members have towards the move and reasons the author gives for why they feel this
way.
McDougal Littell Language of Literature - 2002 Grade 6

5. Reread the paragraph on page 266 that begins with “Papa parked the car….” What does this
passage reveal about the life of migrant farmer workers and their families?

6. On page 267, the author refers to the garage as home. What actions do the family take to
make it a home? What does this tell us about how the family faces challenges?

7. On page 267, the author states, “Around nine o’clock the temperature had risen to almost
one hundred degrees.” How does Panchito react to working under these conditions? Cite
evidence from the text to support your response.

8. What words does the author use to illustrate Papa’s reaction to seeing the school bus on
page 268? What can we infer from his reaction?

9. Re-read page 268. What is Panchito’s attitude toward going to school? Cite evidence from
the text to support your response.
McDougal Littell Language of Literature - 2002 Grade 6

10. On page 270 when Panchito enters the office on his first day of school he is startled when
the woman speaks to him in English. “I had not heard English in months” (270). How has life
as a migrant farm worker affected Panchito’s education? How does he work to overcome
this challenge?

11. On page 270, Panchito describes Mr. Lema as his best friend at school. How does Mr. Lema
help Panchito deal with the challenges of his life on the circuit?